Journal of Ecophysiology and Occupational Health

Amira Salem Alsagheer ¹, Amira Salem Alsagheer ², Mohamed Soliman Ali ³

Affiliations
1 Faculty of Medicine, Department of Medical Education, Suez Canal University, Ismailia, EG
2 Department of Medical Education, Fakeeh College for Medical Sciences, Jeddah, SA
3 Department of Physiological Sciences, Fakeeh College for Medical Sciences, Jeddah, SA

Abstract

Introduction: Integrated OSPE is a multi-disciplinary practical exam where many disciplines are included. Each station is written as a case scenario after that the students are requested to perform a specific practical task and answer a specific question related to the case. Thereafter there is integration between cognitive and psychomotor skills. In addition to that also integrated OSPE is aligned also with the vertical integration as in the same exam, the student will be assessed on knowledge and skills of basic and clinical sciences. The current study assesses the effectiveness of the integrated OSPE from students’ perception in addition to psychometric analysis for the integrated OSPE satisfaction questionnaire was performed to ensure the trustworthiness of the data. Aim of the Study: To assess the second-and third-year medical students’ perception of integrated OSPE. Material and Methods: A descriptive study, cross-sectional study is utilized where a factor analysis of the inter-correlations of responses to 23 items reflecting the assessment of students’ perception towards Integrated OSPE for a sample of 293 medical students was carried out. The study was conducted at Fakeeh College for Medical Sciences, Jeddah, KSA. Instrument: 23 items self-administrated questionnaire was distributed to secondand third-year medical students. Results: Most of the students were satisfied with the integrated OSPE. The results revealed that the 23 items of the I-OSPE satisfaction survey resulted in four factors. Conclusion: Integrated OSPE is vital to be implemented and assessed especially in an integrated curriculum as the teaching strategies need to be aligned with the assessment methods. The current study shows high students satisfaction rate for the I-OSPE.

Keywords

Cronbach’s Alpha, Exploratory Factor Analysis, Integrated OSPE Students’ Perception

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Amira Salem Alsagheer ¹, Jolly Jimmichan ², Dania Waggas ³, Enas Gouda ¹

Affiliations
1 Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt., IN
2 Quality and Accreditation Unit, Fakeeh College for Medical Sciences, Jeddah, Saudi Arabia ., IN
3 Pathological Sciences Department, Fakeeh College for Medical Sciences, Jeddah, Saudi Arabia ., IN

Abstract

Purpose: Explore the impact of the sudden shift from face-to-face learning to online learning. Methods: A Mixed Method approach study was conducted, where both quantitative and qualitative methods were used to collect and analyse data. The study started with the qualitative component where three focus groups were conducted to identify the SWOT analysis of the current situation and after that thorough documentation review and analysis were performed. After that, the emergency response plan was formulated with specific priorities, goals, and objectives. Following the planning and implementation of the emergency response plan, the evaluation component was conducted as the quantitative component of this study where a comprehensive sample of all undergraduate students from the Bachelor of Science in Nursing (BSN) program, Medical Laboratory Sciences (MLS) Program, Bachelor of Medicine, Bachelor of Surgery (MBBS) Program, and Doctor of Pharmacy (PharmD) Program were involved (n=371) and the faculty staff members were involved (n=48) to evaluate the Virtual Learning Environment through two online valid and reliable questionnaires were given to students and faculty members. (a) A self-administered questionnaire to measure students’ perceptions of Blackboard’s VLE. (b) A self-administered questionnaire to measure faculty staff members’ satisfaction regarding VLE using the blackboard. Results: SWOT analysis was conducted and accordingly the Emergency response plan was formulated with three priorities, three goals and six objectives. Ninety-two percent of students agreed that they were engaged in the teaching sessions, and were satisfied with active learning, student-faculty contact, the assessment process, and feedback during VL sessions. While 88% of faculty staff members were satisfied with the VLE using blackboard. The key performance indicators were measured, the result of the research shows that 100% of the theory and dry laboratory sessions were conducted on time according to the planned schedule. The total number of created virtual sessions was 1043. The total number of students’ attendance in virtual classes was 43686. In addition, the number of virtual group discussion sessions conducted was 702 and the total number of materials uploaded on the Blackboard was 512. Finally, the number of virtual sessions conducted for assessment purposes was 102 sessions. Conclusion: The Emergency Response Plan including Virtual Learning Environment framework was proposed to outline the steps to be followed in the event of an emergency suspension of classes due to the COVID-19 outbreak in Saudi Arabia. This framework delineates the various aspects considered for the successful implementation of the Virtual Learning Environment to manage the current emergency. This structured framework was the main reason for the high student and staff satisfaction percentage towards VLE.

Keywords

COVID-19, Educational Framework, E-learning, Risk Management, Virtual Learning Enviroment

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